Interdisciplinary Collaboration in an Academic Setting: Using Dove Self-Esteem Project Resources

Written by Susan E. Elswick EdD, LCSW, LSSW, RPT-S, IMH-E; Dove Self-Esteem Project Cadre Trainer

Schools are considered programs where multi-systems merge, and each is an integral part of the school environment. Multi-systemic programming includes the school, the home, and the community environments which could include participants such as teachers, administrators, parents/families, and community partners. While working in a multi-systemic model of service delivery, it is important to understand that professionals must be prepared to work alongside and in tandem with other professionals who may be outside of your primary discipline. When we think about this type of collaborative work we may be drawn to multidisciplinary and interdisciplinary ways of practice. Multidisciplinary generally refers to teams of people working in parallel (Jessup, 2007), while members of interdisciplinary teams integrate their disciplines and collaborate with one another (Jessup, 2007; Pullen-Sansfacon & Ward, 2014). 

Although they seem similar, it is important to note the differences. There is a definite increase in the need for interdisciplinary interventions because of the complexities of our society. It has been noted in the research that attempting to address social problems within our professional practice is almost impossible without collaborating with other professionals (Bronstein, 2003). While interdisciplinary collaboration is integral to excellent care, many schools still do not offer the ability for practitioners and professionals to participate in this form of integrated practices (Leiba & Leonard, 2003).

Interdisciplinary collaboration within the school setting is important in addressing some of the most pressing issues that our students are experiencing on a daily basis. Students struggle with issues such as mental health and wellbeing, peer victimization and bullying, low self-esteem, and body image – just to name a few. There are many needs we can focus on to support students, but this supporting article will focus on student self-esteem and body image.  Additionally, this article will explore the role of interdisciplinary collaboration in public education; assisting school-based professionals with understanding the importance of interdisciplinary work; how to implement interdisciplinary collaboration within your own school environments.  

School Professional Roles and Responsibilities

Although interdisciplinary collaboration is important to practice, it is also important to note there may be many obstacles to achieving interdisciplinary collaboration within your school environments. For example, a lack of knowledge about other professionals’ roles in school-based supports can create separation among providers and even lead to negative stereotypes and creates a divide among practitioners based on levels of perceived status and expertise (Watkin et al., 2008).  The following paragraphs will cover the many professional roles within the school-based environment and how they focus efforts on student self-esteem and positive body image.

The School Social Workers Role in Interdisciplinary Collaboration on Student Self-esteem and Positive Body Image

School-based clinicians focus on the social, emotional, and mental well-being of students. School social work is a specialized area of practice within the broad field of the social work profession. School social workers bring unique knowledge and skills to the school system and the student services team. School Social Workers are trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, and administrators as well as provide individual and group counseling/therapy.  School social workers are instrumental in furthering the mission of the schools which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. With that being said students are not able to perform at their best when they are struggling with internal issues such as low self-esteem and poor body image.

Social workers assist students with issues of low self-esteem and poor body image by providing direct service delivery through individual and group therapy interventions, and through supporting those around the student, such as parents and teachers, to understand their current needs. School-based clinicians may struggle to find effective, evidence-based, and supportive interventions that address topics of body confidence and student self-esteem; however, Dove has developed a supporting curriculum, the Dove Self Esteem Project (DSEP), which is a no-cost middle school body confidence curriculum that can be used in schools to support student understanding and development of healthy body image and increased self-confidence. The following paragraphs will provide an overview and bullets from the DSEP curriculum:

Direct student supports, using the Dove Self-Esteem Project Confident Me lessons or support materials, include-

• Student surveys about needs and concerns in order to get a pulse on school-wide and student specific needs

• Classroom-based education for all students on self-esteem and body image – Dove Self-Esteem Project Confident Me single lesson 

• Offering “drop-in” services and “check-in” programming to get a pulse of student needs

• Individual and group therapy for targeted students in need –  Dove Self-Esteem Project Confident Me five lessons 

Parent supports include-

• Parent psychoeducation and statistics about low self-esteem and body image

• Parent Support groups and individual needs

• Parent Tips and techniques on how to develop healthy conversations about self-esteem and body image-  Dove Self-Esteem Project Confident Me parent resources

• Parent guides and “prescriptive” activities to support healthy self-esteem and positive body image

Teacher supports include-

• Teacher training and professional development on self-esteem and body image –  Dove Self-Esteem Project Confident Me webinars 

• Teacher support groups and individual needs

• Teacher Tips and techniques on how to develop healthy conversations

• Teacher classroom activities, curriculum, and supports that support healthy student self-esteem and positive body image

We all have heard the adage “It takes a village,” but this is so true when supporting children and youth with the topic of self-esteem and positive body confidence. Working together on interdisciplinary teams is needed to ensure we are supporting youth. Interdisciplinary collaborations can sometimes be difficult; however, Dove Self-Esteem Project (DSEP) has developed tools for parents, teachers, support staff, and mentors that make interdisciplinary collaboration easier.  Through these supportive tools, parents, mentors and teachers can work together across environments (home, community, and school) to support today’s youth with addressing this important issue. These DSEP tools are available online to further these collaborations. In the next paragraphs, ways in which to ensure interdisciplinary collaboration will be reviewed.  

Difficulty with Interdisciplinary Collaboration and Tips

It may be helpful if school practitioners utilize Bronstein’s Model of Interdisciplinary Collaboration as a guide when developing their continued work. Bronstein’s Model of Interdisciplinary Collaboration recommends techniques for enhancing interdisciplinary collaboration. The model consists of five components that contribute to effective interdisciplinary collaboration between social workers and other professionals which include the following: 1) interdependence, 2) newly created professional activities, 3) flexibility, 4) collective ownership of goals, and 5) reflection on process (Bronstein, 2003).  Bronstein lists five things that can positively affect interdisciplinary team collaboration, beginning with interdependence. Interdependence occurs when professionals acknowledge that they need the entire team to accomplish the established goal (Bronstein, 2003).

This first step to achieving interdisciplinary collaboration is particularly important because it requires professionals to acknowledge that they are not alone capable of achieving what can be achieved when working on a collaborative team.

Next, Bronstein (2003) points to the importance of newly created professional activities, including programming and services that are made available because of the collaboration, and would not be possible if individuals from different professions were working alone.  

Bronstein (2003) also highlights the importance of flexibility, with professionals on interdisciplinary teams being called on to compromise and be inventive in order to achieve their goals. Rigid professional boundaries can impede interdisciplinary collaboration, and it is important for professionals to understand how and when to stretch their professional boundary in order to accomplish a task.

Next is the collective ownership of goals, which requires team members to work together to establish a shared goal and determine how, as a team, the goal will be reached (Bronstein, 2003). When professionals establish new goals, and goals that cannot be achieved by one member or one profession, the stage is set for interdisciplinary collaboration to occur because all members must work together to achieve the goals. 

Lastly, Bronstein (2003) believes that reflection on the process is critical to interdisciplinary collaboration, and that it occurs when team members take the time to consider the process and think about how it could be improved (Bronstein, 2003). All of these are factors that contribute to effective interdisciplinary collaboration. Growth can occur when professionals have had time to reflect and consider the process. Not all interdisciplinary teams function well, and without reflection there may be limited opportunities for growth. MAYBE GIVE AND EXAMPLE IN PRACTICE

Additional Resources for Addressing Student Self-esteem and Positive Body Image

For additional materials and resources for supporting students with the topic of self-esteem and positive body image, using the Dove Self-Esteem Project resources please contact us at info@cairnguidance.com or visit the website at  www.dove.com/selfesteem.

 

References

Bronstein, L. R. (2003). A model for interdisciplinary collaboration. Social Work, 48(3), 297- 306. doi.org/10.1093/sw/48.3.297

Bronstein, L.R., Mizrahi, T., Korazim-Korosy, Y., & McPhee, D. (2010). Interdisciplinary collaboration in social work education in the USA, Israel and Canada: Deans’ and directors’ perspectives. International Social Work, 53(4), 457-473. doi: 10.1177/0020872809358399

Jessup, R. (2007). Interdisciplinary versus multidisciplinary care teams: Do we understand the difference. Australian Health Review, 31(3), 330-331. doi.org/10.1080/13561820500081745.

Pullen-Sansfacon, A., & Ward, D., (2014). Making interprofessional working work: Introducing a groupwork perspective. British Journal of Social Work. 44. 1284-1300. doi: 10.1093/bjsw/bcs194.

Watkin, A., Lindqvist, S., Black, J., & Watts, F. (2009). Report on the implementation and evaluation of an interprofessional learning programme for inter-agency child protection teams. Child Abuse Review, 18(3), 151-167. doi: 10.1002/car.1057.